Curriculum Model

RESULTS AND DISCUSSION

The “plus” and “interesting” points gathered from the study showed the following: (1) The ladder concept in curriculum planning is implemented where the first two years lead to a certificate or diploma program where graduates can work as laboratory technicians, histotechnicians or as phlebotomists. The baccalaureate program is a two-year continuation of the certificate program leading to Bachelor of Science degree as a medical laboratory scientist; (2) The general education subjects have lesser units because majority of these courses were already taken in the 12-year basic education program; (3) The clinical practicum of senior students requires shorter number of hours in affiliating hospitals because review courses are integrated in the program; (4) The terminal competencies expected upon entry into the practice of the profession are identified and presented in detailed key areas of responsibility patterned after the standard competencies set by the accrediting and certifying agencies like the Board of Registry of the American Society of Clinical Pathologists (ASCP) and the National Accrediting Agency for Clinical Laboratory Science (NAACLS). Each key area of responsibility has its own indicators on which competency- based assessment tools can be formulated and be used for evaluation of curriculum and instruction; and, (5) Graduates are able to take National Certification Examinations (NCA) offered through the ASCP, the National Credentialing Agencies like AMT, NAACLS in USA and Thailand and Australian Institute of Medical Laboratory Scientists (AIMLS) in Australia and other equivalent certification agencies upon completion of either degree. Associate of Applied Sciences graduates are eligible to certify as medical or clinical laboratory technicians, phlebotomists and BS graduates are eligible to certify as Medical/Clinical Laboratory Scientists. Certifying examinations are made available several times each year. The ASCP examination is...